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In this article, the author discusses how reflection can be used as self-assessment. Reflection involves not only thinking about a learning experience, but also questioning parts of the experience. Reflection is thinking about what one knows from the learning experience, what one might do differently the next time. Reflection is wondering about new questions one has as a result of the learning experience. Reflection is thinking about how one's new knowledge has changed one's perspective on the topic. The I-Search process is one approach to research and writing that incorporates reflection after every step. Students are presented with writing prompts and are expected to reflect and use the new understandings within that reflection to impact the next step of the process. Teachers and/or school librarians act as coaches in the process and provide writing prompts to assist students with their reflection. Learners are faced with a plethora of information throughout their lives and must learn to make sense of it independently without depending on a teacher or guide to help them. They must be able to judge the accuracy of information, determine if it contains a bias, decide whether it is relevant to their information needs, etc. Reflection, as a form of self-assessment, is one of the most powerful tools at their disposal. It is up to school librarians and teachers to help them develop and perfect this tool. (Contains 3 figures and 4 online resources.)

The No Child Left Behind Act (NCLB) has placed a significant focus on standards. Understandably, classroom teachers are focused on effectively covering their content area standards and are often reluctant to add information literacy skills to their lessons because they see no direct connection to the state achievement tests. However, a close examination of many state standards documents shows a significant correlation between the Information Literacy Standards (AASL and AECT) and content area standards. Library media specialists who found those correlations in their state standards and developed information skills lessons focused on those correlations with appropriate assessment are accumulating evidence that demonstrates the effectiveness of the library media program. The Designing Learning for Evidence-Based Practice matrix, described in this article, provides a sequence of steps or a process for designing learning with documentation or evidence of the learning outcomes. (Contains 1 figure.)

Historians explore historical accounts, memoirs, diaries, letters, newspaper articles, speeches, historical documents, relevant legislation, maps, ship manifests, genealogical records, official certificates, photographs, and paintings. In short, historians examine any official or unofficial document that might provide relevant information about the person, and/or time period. Historians in today's world can also interview people, listen to audio, and view video recordings. In this article, the author discusses how today's teachers can make history come alive for learners through the use of historical inquiry. The author also discusses the benefits of engaging students in historical inquiry. (Contains 2 figures and 19 online resources.)

Assessment tools enable both learning and assessing. They also give library media specialists snapshots of evidence that demonstrates student understanding of the Information Literacy Standards. Over time the evidence provide a more complete picture of learners' ability to gather, evaluate, and use information to solve problems, make decisions, and think critically. Tools can include logs, checklists, rating scales, organizers, matrices, concept maps, brainstorming webs, and rubrics. This article presents brief descriptions of these assessment tools. (Contains 7 figures, 14 resources, and 7 online resources.)

In this article, the author discusses inquiry learning and primary sources. Inquiry learning puts students in the active role of investigators. Questioning, authentic and active learning, and interactivity are a few of the characteristics of inquiry learning that put the teacher and library media specialist in the role of coaches while students are engaged in collaborative research. "Inquiry learning is a dynamic process that uses questioning to actively involve students in their own learning" (Harada and Yoshina 2004, 11). Primary sources take different forms and formats, but were all created when the historical events actually occurred or shortly thereafter through the memories of people who lived during the events. Primary sources include newspapers, maps, diaries, journals, photographs, birth certificates, ship manifests, letters, speeches, memoirs, government documents, moving pictures, audio recordings, interviews, artifacts, etc. These documents and media depict historical events as the events actually occurred and, thus, are evidence for those historians who seek to tell the story of historical events. The value of using primary sources as part of the learning, therefore, is to provide opportunities for students to reach their own conclusions about historical events rather than view events through the writings of secondary source authors. Thus, these resources enable students to engage in inquiry learning through the guise of an historian. This authentic learning experience fuels their natural sense of curiosity and gives them the motivation to engage in wondering and critical thinking, significant elements of standards today. Moreover, the use of primary sources as part of inquiry learning fosters collaboration between the classroom teacher and the library media specialist, putting both educators into the role of learning coach.

Research has shown that state virtual or digital libraries are evolving into websites that are loaded with free resources, subscription databases, and instructional tools. In this article, the author explores these evolving libraries based on the following questions: (1) How user-friendly are the state digital libraries?; (2) How do state digital libraries meet the information needs of learners as required by state standards?; (3) What instructional strategies (e.g., tutorials, guides, etc.) are available on state digital library websites to help novice information seekers?; (4) How do state digital libraries engage users in the skills of critical thinking and accessing information through a process?; and (5) What local and regional information is available on state digital libraries (e.g., primary source documents, genealogical information, state government information, etc.)? Elementary and secondary schools are an important key to not only maintaining support, but also serving as a voice for informing the adult population about the information available on digital libraries. The author encourages classroom teachers and school library media specialists to become more actively involved in the management of these libraries. (Contains 12 online resources.)

"Inquiry is an investigative process that engages students in answering questions, solving real world problems, confronting issues, or exploring personal interests" (Pappas and Tepe 2002, 27). Students who engage in inquiry learning need tools and resources that enable them to independently gather and use information. Scaffolding is important for students engaged in inquiry. School library media center websites can be designed as more than a collection of resources. These websites have great potential to be digital learning centers, providing resources for information and tools that become a scaffold in the process of gathering and using that information. This article describes some tools and resources which students can use on digital learning centers to gather information that is context specific and to apply tools to related tasks. These include: (1) context specific resources; (2) research guides; (3) tutorials; (4) pathfinders; (5) webQuests; (6) graphic organizers; (7) ask-a-librarian services; and (8) bibliographic citation tools.

Virtual library? Electronic library? Digital library? Online information network? These all apply to the growing number of Web-based resource collections managed by consortiums of state library entities. Some, like "INFOhio" and "KYVL" ("Kentucky Virtual Library"), have been available for a few years, but others are just starting. Searching for these websites is a challenge because the language that librarians use to define this new type of library varies widely. Subscription resources, access to a statewide union catalog, Web resources, primary source documents, and instructional resources that teach searchers about the virtual library all seemed important characteristics for state virtual libraries. In this article, the author presents a list of state virtual libraries and discusses their contents. (Contains 2 figures.)

Describes the Pathways to Knowledge model for helping students achieve information literacy in library media programs. Discusses the searcher's thinking, information search or seeking, and instructional strategies; information skills; the six stages in the model, including appreciation, presearch, search, interpretation, communication, and evaluation; and general and specific strategies for each stage. (LRW)

Discusses "Information Literacy Standards" for school library media specialists that were included in the 1998 edition of "Information Power" and presents a lesson plan for middle school students on global warming that focuses on the standard addressing perspective, or point of view, and incorporates an information process model. (LRW)

Discusses issues related to online courses. Highlights include virtual high schools; online learning environments; changing teacher roles; changing student roles; library media centers, resources, and library media specialists; characteristics of quality online courses; online library science and school media programs; copyright; intellectual property rights; student privacy; and technical support. (LRW)

Discusses opportunities for interactive learning on the World Wide Web for elementary and secondary school students. Highlights include active learning Web sites; telecollaborative learning; simulations; tools and resources; technology issues; small group collaboration; student privacy; and an annotated bibliography of applicable Web sites. (LRW)

Describes inquiry learning and inquiry learning environments, and presents appropriate management strategies. Highlights include access to resources and information; teacher and media specialist cooperation; the role of teachers; gathering and using information; questioning and reflection; cooperative and collaborative groups; planning; and self and peer assessment. (LRW)

Defines inquiry, a student-centered discovery process, and introduces Pathways to Knowledge(TM), an information process model that provides stages and strategies for anyone interested in gathering, using, and evaluating information. Describes the six stages of Pathways: Appreciation, Presearch; Search; Interpretation; Communication; and Evaluation. Two figures present a graphic version of the model and a chart of Pathways strategies. (AEF)

The new edition of "Information Power, National Guidelines for School Libraries" has a focus on change as reflected in technology, educational philosophy, role of the library media specialists, and importance of information literacy across the curriculum. These changes are explored, new trends are related to practice, and the impact on school library media centers is illustrated. (AEF)

Provides an overview of the 1991 Treasure Mountain Research Retreat for school library media researchers and practitioners, which focused on information literacy issues, including the roles of teachers and library media specialists; information-based education; teaching library information skills; diagnosing information needs; electronic information search processes; hypermedia; and curriculum materials centers. (10 references) (LRW)

Over the last eight years, the primary focus in schools has been on passing standardized tests based on a core curriculum. The emphasis on learning content is in direct contrast to the world outside the school walls where the technological capability to provide access to content, i.e., information at lightning speed, already exists. In fact, information is so prevalent that information overload is common. This article discusses how to bridge the gap between learning focused on rote memorization and the 21st Century Skills advocated by the Partnership for 21st-Century Skills (2004) and the "Standards for the 21st-Century Learner" (2007) and suggests applying inquiry as a bridging strategy. (Contains 9 online resources.)

Virtual libraries are becoming more and more common. Most states have a virtual library. A growing number of public libraries have a virtual presence on the Web. Virtual libraries are a growing addition to school library media collections. The next logical step would be personal virtual libraries. A personal virtual library (PVL) is a collection of Web resources and tools selected to meet the information needs of individuals. In this article, the author talks about the significance of personal virtual library and describes how she created PVLs for an elementary student and a middle school teacher. She also presents selection criteria used by library media specialists for specific Web resources for a PVL and offers tips in storing and using one's PVL. (Contains 4 tables.)

The number of state virtual libraries is rapidly expanding. These virtual libraries might include collections of subscription databases; state weblinks and resources; digital collections of primary source documents; and a state union catalog or links to school, public, and academic library catalogs. Most of these virtual libraries include an exciting array of databases and Web resources, but only a few include instructional materials that help researchers use the virtual library resources. This article is a snapshot of the instructional resources available on the virtual libraries. (Contains 3 figures.)

Explains the use of Web-based software for communication between classroom teachers and school library media specialists. Discusses threaded discussion forums; experiences using that forum by the AASL (American Association of School Librarians) at the American Library Association (ALA) preconference; and forum software. (LRW)

Explores changing curricular designs and the differences between traditional and authentic learning. Identifies significant design features of authentic design, and provides examples of these features with instructional units. (AEF)

In many professional roles, long-term vision may help guide short-term decisions. This is especially true for school library professionals as library media programs are constantly evolving. This author suggests strategies to assist library media specialists to nurture their vision and provides reviews of several sources and experts in the field that she has found particularly helpful.

In this article, the author describes a management manual she maintained while working as a school library media specialist. She started the manual when she was a student in the organization and administration course in the library science program and kept it current with information gleaned from conferences, workshops, and networking with other school library media specialists. She ultimately decided that a virtual version of this traditional paper manual might be an interesting and useful concept to enable parents, community members, and other school library professionals to view how others manage media centers and teach students to gather and use information. In this paper, she describes how to begin such a virtual management manual, and provides suggestions on the type of information that should be included.

Library media specialists find themselves in a challenging position today. They know that the Internet opens up information access in exciting ways, so they do not want to scare people; but they do need to inform them about practices for using the Internet that will keep young people safe. They have a responsibility to inform other educators, parents, community members, and students about this issue. This article suggests some strategies that library media specialists can employ: (1) Provide information to parents and community members about the many excellent resources available for young people on the Internet. Promote the state virtual libraries and inform people about the difference between the free Web and the subscription databases available on virtual libraries; (2) Establish gaming clubs at school and encourage teachers and/or parents to join in advising these groups; and (3) Focus other educators and parents on important guidelines that will help young people stay safe when they function in this digital world. Some helpful Internet safety web sites and resources are also provided.

Library media specialists need tools to help them manage the school library media program. The Internet includes a vast array of tools that a library media specialist might find useful. The websites and electronic resources included in this article are only a representative sample and future columns may explore additional tools. All the tools are free with the exception of the CD-ROM disk from the Ohio study.

This article discusses the importance of setting and implementing goals that can help change and improve a library media program over time--goals that go beyond merely keeping the library media center running. Suggestions for developing an action plan and strategies for effective time management are also presented.

One of the most important policy documents for a school library media center is the selection policy or the collection development policy. A well-developed selection policy provides a rationale for the selection decisions made by the school library media specialist. A selection policy represents the criteria against which a challenged book is evaluated. In this article, the author provides examples of available models that can aid in writing a school library selection policy, and describes the process involved. Also discussed is the reconsideration procedure, a vital component of the selection policy that details the steps to follow should a challenge occur.